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Billingsley and Rotenberg (1982) explored the ability of children to process information between non-adjacent tones in tests for recognition of correctly transposed three-note and related two-note sequences. The paradigm had been developed by Cuddy and Cohen (1976) and was modified for use with children. The following remarks suggest that an analysis of recognition performance for individual sequences is preferable to the reported analysis of performance collapsed across sequences. Further developmental research on melodic and related interval tasks is encouraged.